The present study is an investigation into the relationship between Iranian EFL teachers’ degree of creativity and language learners’ academic achievement. To this end, six female English teachers and 81 male and female advanced English learners from a private language institute were asked to take part in the study. Data were collected through Torrance Test of Creative Thinking (TTCT) and students’ final exam scores were indicators of their academic achievement. Results indicated that teachers’ creativity level and students’ academic achievement are interrelated. Pedagogical implications include language teachers’ need to be more creative in their teaching in order to increase their students’ academic achievement.